A Spartan poet? It almost seems unbelievable that a society renowned for its excessive militarism should have a poet, especially one who wrote of love and the colour of women's hair, the beauty of wildflowers and dancing. Yet Alkman's poems inspired the Spartans so much that they were spoken by bards in the syssition and at religious festivals where young girls would dance to his words. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum Higher School Certificate course Historical Societies Spartan Society to the Battle of Leuctra

This worksheet and answers accompanies the SBS program First Australians Episode 7: We Are No Longer Shadows. It covers the life of Eddie Koiki Mabo's life and his struggle for the most essential civil right: the right for Indigenous Peoples in Australia to claim legal ownership over their traditional lands. His success in the High Court in 1992 court meant that Aboriginal and Torres Strait Islander peoples could actually own their land and make decisions with regard to that land such as who can live on it and any economic activities related to the land. But it was also a tremendous moral victory to those who fought for ATSI civil rights. The worksheet is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Topic 4: Rights and Freedoms. It can also be used as part of the NSW Legal Studies Syllabus for the Australian Curriculum. Preliminary Course Part I: The Legal System Law Reform in Action Higher School Certificate Course Option 4: Indigenous Peoples

Worksheet to accompany the BBC documentary, Pompeii. The last day. The video gives an excellent outline of how each stage of the explosion of Mount Vesuvius affected the people of Pompeii and Herculaneum. It creates a narrative by using the forensic remains to build a possible scenario about who the person may have been and their life in Pompeii. This worksheet is part of a unit of work,* Core Study: Cities of Vesuvius. Pompeii and Herculaneum*. Higher School Certificate course. NSW Ancient History Syllabus for the Australian Curriculum.

Much has been written of the 1838 Myall Creek Massacre of Kamilaroi people by European settlers in New England NSW. But how did people at the time respond to news of the event? What are the responses now? How have people responded when they learned that their ancestors were perpetrators or victims of the event? This source-based homework task supports student understanding of the outcomes in the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1: The Making of the Modern World The Industrial Revolution/Australia in the 1800s Students examine a range of primary and secondary, visual and written resources to discover the background to the Myall Creek Massacre, the event, and the aftermath. The activity concludes with an examination of responses to the event today. Students then explore some of the values of social responsibility: coming to terms with wrongdoing by and against our ancestors and the appropriateness of forgiving/apologising for these wrongdoings. Thought-provoking concepts that will generate plenty of discussion and engagement.

This worksheet and answer sheet accompanies the 2006 feature film, Kokoda. It focuses on reasons for the Australian 39th Battalion being on the Kokoda Track in 1942, conditions and difficulties for Australian soldiers, the two battles of Isurava and the aftermath of the battles. It includes analysis of 3 scenes from the film that depict fighting conditions.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum. It can be taught as part of: Stage 5 Depth Study 4: Rights & Freedoms 1945-Present (as background stimulus) Depth Study 6: School Developed Topic - The Great Depression It can also be used to support student understanding of: Stage 5 Aboriginal Studies - Topic 9: Aboriginal interaction with legal & political systems Stage 6 Aboriginal Studies - Preliminary course Part II - Heritage & Identity Students analyse a variety of primary and secondary written and visual sources to gain an understanding of the causes and effects of the 1938 Day of Mourning - a public recognition of the damage that European invasion of Australia had on the indigenous Aboriginal and Torres Strait Islander peoples of Australia. It was timed to coincide with the non-Aboriginal celebration of 150 years since the British set foot on the shores of Botany Bay and claimed the land for the British Crown. But would non-Aboriginal Australians get the message?

Worksheet to accompany Crash Course World History: The Industrial Revolution. John Green examines why the Industrial Revolution began in Britain in the period 1750-1800 and why innovations then occurred so rapidly. He looks at why it was in Europe rather than China or India that industrialisation took hold. This is a good, basic overview of the social and economic forces behind the Industrial Revolution. This resource is part of a unit of work on the* Industrial Revolution*. Stage 5 History K-10 Syllabus for the Australian Curriculum.

This Powerpoint presentation supports the teaching of the NSW Ancient History syllabus Preliminary course Part I - Investigating the Past: History, Archaeology & Science It can also be used as a part of the Case Study: Bodies of Evidence The focus of this presentation is on Lindow Man - discovery, excavation, reconstruction, preservation, and using his remains to inform us about life in Celtic/Roman Britain. The presentation assists students to make decisions about the appropriateness of displaying human remains and whether archaeological remains should be displayed where they are found (to benefit local tourism) or sent to major centres where there are currently more tourists.

From longhouses to log cabins, turf houses to farm buildings, the Vikings constructed a variety of houses that were adapted to different environmental and social circumstances. This Powerpoint presentation supports the teaching of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 4 - The Western and Islamic World 4a - The Vikings This is an excellent presentation that covers construction, urban and rural living, rooms within houses, roles of members of the family, furniture and decorations. There are some tried and tested differentiated and extension activities in the last slides that make the presentation appropriate to students in Gifted and Talented and regular mixed-ability classes. The presentation and activities can be adapted to specialist classes such as classes for students with Emotional Disabilities, Intellectual Disabilities, Autism and Behaviour Disorders.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1 - Making a Better World? Option (a) The Industrial Revolution Students analyse a variety of primary and secondary, visual and written evidence to decide the impact of the Industrial Revolution on Australia in the 1800s. This activity is designed for Year 9 students commencing study of History at Stage 5 level. There are scaffolded activities that builds a level of complexity from a mix-and-match of key words and concepts to a longer response of one paragraph. It also incorporates an activity where students are required to deconstruct the elements of a photograph to seek evidence of the impact of the Industrial Revolution on Australian society.

Far from giving Aboriginal peoples equal rights, the 1967 referendum gave the Commonwealth Government the right to legislate for Aboriginal peoples and for the inclusion of Aboriginal peoples in the census. Both of these measures enabled accurate assessments of issues specific to Aboriginal peoples and the right of the federal government to legislate for improvements to the lives of Aboriginal peoples. This source-based homework task is designed to assist student understanding of the problems and issues in the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 4: Rights & Freedoms (1945-present)

This is a worksheet to the SBS series First Australians Episode 6: A Fair Deal for a Dark Race. it covers the roles of William Cooper and Doug Nicholls in the Aborigines' Advancement League, the Day of Mourning, the Cummeragunja Walk Off, Aboriginal views of World War II, developments in the 1950s and 1960s, the Freedom Rides and the 1967 Plebiscite. There is an answer sheet.

Xerxes was responsible for completing the monumental and building works of his father, Darius I at Persepolis. Taking inspiration from the various ethnic groups within the empire, he set about his own monumental and building works in the style of the Egyptians, Assyrians, Greeks and Babylonians. The Gate of All Nations, the Apadana (Audience Hall), western fortifications, 'Harem' and elaborately decorated staircases were all Xerxes' additions. This source-based homework task is designed for students of the NSW Ancient History Syllabus for the Australian Curriculum. Higher School Certificate course Historical Periods Option D: Persia - Cyrus II to the death of Darius III It can also be used as part of: Historical Societies Option D: Persian Society at the time of Darius and Xerxes It can also be used as part of: Historical Personalities: The Near East: Xerxes

This source-based homework task requires students to analyse a variety of primary and secondary sources related to the topic of the Australian Federation and to write an extended response on the key events in the Federation of Australia in the period 1890-1900. The extended response is scaffolded.

The recognition that it was all over. The Tet Offensive had significant military, economic, social and political consequences for the people of South Vietnam. This source-based homework task supports student understanding of the NSW Modern History syllabus Higher School Certificate course Part IV - International Studies in Peace and Conflict Option C - Conflict in Indochina 1945-1979 Students analyse a variety of primary and secondary, visual and written sources to identify and evaluate the effects of the 1968 Tet Offensive on the people of South Vietnam.

The National Service Act laid the path to the conscription of young men. They were selected by ballot, drawn publically on television. Men were then issued a letter to appear at specific army camps in each state. They then undertook training and were given a choice of whether they wished to go to Vietnam. For those who did, their training was of limited impact when the realities of war emerged. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course Peace & Conflict Option A: Conflict in Indochina

Darius II is best known as the Persian king defeated by Alexander the Great. But there is far more to him and his rule. He achieved military success against the Cadusians and the Egyptians, he was proactive in using diplomacy to undermine the support of the Macedonians amongst the Greek states and then attempted diplomacy to end the Macedonian invasion (both unsuccessful) and he continued the building works at Persepolis. This source-based homework task supports the teaching of the NSW Ancient History Syllabus for the Australian Curriculum: Higher School Certificate course Historical Periods Option D: Persia from Cyrus II to the death of Darius III

The 1954 Geneva Peace Agreement gave closure to the First Vietnam War and had significant impact on France, the Viet Minh, the newly created state of South Vietnam and the USA. It had significant demographic, economic and political impact on the people of Vietnam and marked the point where France bowed out of Indochina and the USA bought in. This source-based homework task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum Higher School Certificate course Peace and Conflict Option C: Conflict in Indochina 1945-1975.

Worksheet to accompany the documentary, Engineering an Empire: The Persians. The documentary covers engineering achievements during the Achaemenid Persian Empire including the qanaat system, Cyrus tomb at Pasagardae, Darius I’ palace at Susa, Darius I’s construction works at Persepolis, Darius I’s canal linking the Red Sea to the Mediterranean, the Royal Road from Susa to Sardis, the pontoon bridges crossing the Hellespont built by Xerxes and Darius I and Artaxerxes I’s Hall of One Hundred Columns at Persepolis. This resource is designed for Stage 6 students of the Higher School Certificate. NSW Ancient History Syllabus for the Australian Curriculum. Historical period -Option D. Persia - Cyrus II to Darius III.

Classical historians were consistent in their claim that the burning of Persepolis was the result of a drunken party that turned bad. Twentieth-century historians have encouraged us to think a more broadly and to consider other factors that may have played upon Alexander's mind. This homework task supports student understanding of the NSW Ancient History syllabus Higher School Certificate course Part III: Personalities in Their Times Option H: Alexander the Great Why am I never invited to these types of parties? Preparing too much time preparing for Ancient History classes?